Effective Group Work In The

College Classroom
Debra Dunlap Runshe
Webinar Objectives
By the end of this webinar, you will be able to
articulate the benefits and barriers to group work.
explore the best uses of group work.
describe effective group facilitation strategies.
identify strategies for handling slackers.
develop assessment tools for group work.
What is group work?
Cooperative learning is a systematic, active, pedagogical
strategy that encourages small groups of students to work
together for the achievement of a common goal (Johnson,
Johnson, and Smith 1991).

Collaborative learning encompasses a broader range of

group interactions (Cuseo, 1992; Smith & MacGregor,
1992) such as developing learning communities,
stimulating student-faculty discussions, and encouraging
electronic exchanges (Bruffee, 1993).
(Bianco-Mathis & Chalofsky, 1999, pp. 31-2)
When is group work more?
Small group learning is a teaching technique where small
groups are used for the purpose of promoting more
active and more effective learning through structured
activities.

Team-based learning is a teaching strategy where a

different course structure is created that enables a
transformative learning experience.

(Michaelsen, Knight, & Fink, 2004, pp. 4-5)

When is group work more?
When used properly, team-based learning drives four
kinds of transformations:
1. It transforms small groups into teams.
2. It transforms a technique into a strategy.
3. It transforms the quality of student learning.
4. For many teachers, it transforms (or restores) the joy
of teaching.

(Michaelsen, Knight, & Fink, 2004, p. 4)

Benefits to Group Work
Active Learning Strategy
students are simply more likely to internalize, understand, and
remember material learned through active engagement in the
learning process
-Bonwell & Sutherland, 1996, p. 3.

[when students are allowed to] talk and listen, read, write, and reflect
as they approach course content through problem-solving exercises,
informal small groups, simulations case studies, role-playing, and
other activities-all of which require students to apply what they are
learning
-Meyers & Jones, 1993, p. xi
(Clement, 2010; Bianco-Mathis & Chalofsky, 1999 )
Why active learning?
Research suggests active learning strategies
more frequently engage students.
lead to increased student achievement.
enhance students metacognitive skills.
Retention of Information
After 24 hours, what percent of information is retained by
students in a lecture environment?
a. 5%
b. 10%
c. 20%
d. 40%
e. 50%

(Sousa, 2001 )
Retention After 24 Hours
90
80
70 Lecture
60 Reading
Audio-Visual
50
Demonstration
40
Discussion
30
Practice by Doing
20 Teaching Others
10
0
Teaching Method
(Sousa, 2001 )
Benefits to Group Work
Student-centered teaching methods are more
conducive to significant learning, and more likely to
increase memorization and learning transfer that
professor-centered methods.
-Pregent, 1994, 78
Instructional strategies that engage student in the
learning process stimulate critical thinking, and a greater
awareness of other perspectives
-Halpern, 1996
(Bianco-Mathis & Chalofsky, 1999, pp. 26-7)
Benefits to Group Work
Students who are well-versed in the skills of cooperative
learning-skills like active listening, effective
communication, consensus building, and conflict
resolution-are better able to solve challenging problems,
formulate clear and cogent opinions, and produce first-rate
work. Moreover, as the workforce of the future, students
who can understand and work effectively with their peers
hold a significant advantage over students whose
academic life is marked largely by independent seatwork.

(Silver, Strong, & Perini, 2007, p. 183)

Benefits of Group Work

http://www.youtube.com/watch?v=5a7hP9doTBg
Barriers to Group Work
Barriers to Group Work
Student resistance to active learning
Unclear expectations
Dominant students
Non-participatory students
Poor interpersonal skills
Poor team process skills
Barriers to Group Work

http://www.youtube.com/watch?v=rUSN8vHRB-A
Best Uses of Group Work
Best Uses of Group Work
Brainstorming
Problem solving
Role-playing
Case studies
Peer teaching

(Clement, 2010, p. 91; Bianco-Mathis

& Chalofsky, 1999, pp. 32-6)
Best Uses of Group Work
Brainstorming
Problem solving
Role-playing
Case studies
Peer teaching

(Clement, 2010, p. 91; Bianco-Mathis

& Chalofsky, 1999, pp. 32-6)
Best Uses of Group Work
Brainstorming
Problem solving
Role-playing
Case studies
Peer teaching

(Clement, 2010, p. 91; Bianco-Mathis

& Chalofsky, 1999, pp. 32-6)
Best Uses of Group Work
Brainstorming
Problem solving
Role-playing
Case studies
Peer teaching

(Clement, 2010, p. 91; Bianco-Mathis

& Chalofsky, 1999, pp. 32-4)
Best Uses of Group Work
Brainstorming
Problem solving
Role-playing
Case studies
Peer teaching

(Clement, 2010, p. 91; Bianco-Mathis

& Chalofsky, 1999, pp. 32-6)
Specific Learning Applications
Learning new content
Peer review
Checking homework
Test preparation and review
Presentations and projects
Labs and experiments
Drill and review

(Johnson & Johnson, 1999)

Effective Use as Secondary Pedagogy
Research suggests that cooperative learning, learning in groups,
need not be used all the time to have positive effects on student
achievement, rather it can be used as a
supplemental technique, e.g., as a student-break between

segments of a lecture or a jump-start for class discussion, or as

a
format, it is useful for social and subject-matter ice-breakers,

experiential learning activities, cases debriefing, foreign

language proficiency exercises, problem solving exercises,
classroom assessment techniques, and help and review
sessions
(Nilson, 1998)
Online Applications
Communication tools (email, discussion, chat, and
web conferencing) can be used for
Study groups
Collaborative learning activities
Group problem solving
Group discussion

(Chickering & Ehrmann, 1996)

Examples of Group Work in Class

http://www.youtube.com/watch?v=5a7hP9doTBg
Effective Group Facilitation Strategies
Effective Group Facilitation Strategies
Positive interdependence
Face-to-face promotive interaction
Individual accountability and personal responsibility
Interpersonal and small group skills
Group processing

(Bianco-Mathis & Chalofsky, 1999, p. 31;

Johnson & Johnson, 1999; Nilson, 1998)
Effective Group Facilitation Strategies
Match group size to activity
informal activity (2-4 students)
formal activity (4-6 students)
Set intermittent deadlines and offer continual feedback
Include self and peer assessment
Assign differentiated group or individual grades
Maintain the groups for the duration of the semester
Avoid forming groups which have only one woman or

one minority
(Johnson & Johnson, 1999; Millis & Cotrell, 1998; Nilson, 1998)
Effective Group Facilitation Strategies
Group work is successful when advance planning takes place.
1. Students are divided into groups for each specific
activity.
2. Time frames must be stated and followed, and be
generally short.
3. Once the groupings are established and time frames
determined, the next key is clear expectation of the goals
of the group work.
4. Group work must be monitored.

(Clement, 2010, pp. 88-9)

Group Selection
Methods for selecting group members
student data sheet
interest/knowledge/skills checklist
learning style inventories
structured lineup process
corners
three-step interview
playing cards

(Millis & Cotrell, 1998)

Effective Group Facilitation Strategies
Group work is successful when advance planning takes place.
1. Students are divided into groups for each specific activity.
2. Time frames must be stated and followed, and be
generally short.
3. Once the groupings are established and time frames
determined, the next key is clear expectation of the goals
of the group work.
4. Group work must be monitored.

(Clement, 2010, p. 89)

Time Frames for Group Selection
Short-term group selection criteria
values or opinions
convenience
random

Long-term group selection criteria

academic ability
class/work schedule
interest/skill level
learning style
(Millis & Cotrell, 1998)
Effective Group Facilitation Strategies
Group work is successful when advance planning takes place.
1. Students are divided into groups for each specific activity.
2. Time frames must be stated and followed, and be
generally short.
3. Once the groupings are established and time frames
determined, the next key is clear expectation of the
goals of the group work.
4. Group work must be monitored.

(Clement, 2010, pp. 89-90)

Effective Group Facilitation Strategies
Group work is successful when advance planning takes
place.
1. Students are divided into groups for each specific
activity.
2. Time frames must be stated and followed, and be
generally short.
3. Once the groupings are established and time frames
determined, the next key is clear expectation of the goals
of the group work.
4. Group work must be monitored.
(Clement, 2010, p. 90)
Large Classes and Group Work

http://www.youtube.com/watch?v=1J1URbdisYE
Using Groups: Tips and Strategies
Group Issues Features Strategy
Establishing Size Most effective groups have 4 to 6 members
groups
Assigning Homogeneous use gender, major, topic interest
members Heterogeneous use birth month, last digit of telephone
number, counting off by group size

Group Faculty Establish roles within group (e.g., facilitator, reporter, and
process tasks recorder)
Be explicit and clear about group assignments
Be explicit that all members must participate

(Bianco-Mathis & Chalofsky, 1999, p. 33)

Using Groups: Tips and Strategies
Group Issues Features Strategy
Group Expected Prepare all assignments
process student Attend regularly and on time
behavior Share ideas within group
Be a good listener
Respect others opinions
Don't dominate discussion

(Bianco-Mathis & Chalofsky, 1999, p. 33)

Using Groups: Tips and Strategies
Group Issues Features Strategy
Group Conflict Some conflict is desirable, allow students to disagree and
process argue about ideas, urge reaching consensus
Some conflict is destructive if based on lake of respect,
domination, or failure to contribute
Try to get the group to resolve the conflict themselves
before intervening
In extreme cases the offending member may have to be
removed

(Bianco-Mathis & Chalofsky, 1999, p. 33)

Using Groups: Tips and Strategies
Group Issues Features Strategy
Evaluation Grading Criteria must be clear and directly related to assignment
Will students receive individual or group grade?
Allow student s to assess their own performance and
that of the group members

Faculty Explain Importance of group work to course

role Establish Ground rules for participation
Monitor Group progress
Facilitate Guide, explain, suggest strategies
Encourage Performance and conflict resolution

(Bianco-Mathis & Chalofsky, 1999, p. 33)

Resources Available Online
Handling Slackers
Other students find working with slackers to be
frustrating due to a lack of indifference on the slackers
part and THEY deal with them by
ignoring them,
including them, or
confronting them.

(Myers, et. al., 2009)

Tips for Facilitators

http://www.youtube.com/watch?v=5a7hP9doTBg
Assessment of Group Work
Assessment of Group Work
Clarify expectations for collaboration.
Describe grading criteria clearly.
Assure workload is evenly distributed among

members.

Choose an activity that is important and relevant.

Assess both the group and the individual.
Group Activities & Assessment

http://www.youtube.com/watch?v=rUSN8vHRB-A
Key Points to Successful Group Work
Take care in the formation of groups-and keep the time
frame for group work short.
Have a reason for group work and make the objectives clear.
Assign roles and monitor groups.
While groups need to present back to the class for
feedback, grade only individuals work. It is not fair to grade
a student based on another students participation or work.
Dont use group work every day or even every week. Use it
when it fits a goal for your teaching and student learning.

(Clement, 2010, pp. 90-1)

In Summary
Pregent (1994, p.75) asserts that there is not one best
teaching strategy and that the decision about which to
use depends to a large extent on the following five
factors
1. the nature of the students in the class;
2. the subject matter;
3. the professors personality;
4. the physical and material conditions; and
5. the targeted objectives.
(Bianco-Mathis & Chalofsky, 1999, p. 26)
In Summary
The effective teacher selects the right teaching strategy
for each lesson, based on the students, their
backgrounds, and the material to be covered, and the
instructors own comfort levels with teaching in certain
ways. Group work is one way to get students to interact
with the material. Grouping students for discussions,
reviews, and brainstorming or problem-solving activities
can be quite effective. As with any strategy or method,
the true key for success is matching the goals of the
lesson to the method that helps students learn.
(Clement, 2010, p. 91)
 Thank you for your participation!

Debra Dunlap Runshe, Instructional Development Specialist

University Information Technology Services
Indiana University-Purdue University Indianapolis
Information Technology and Communications Complex (IT 342H)
535 West Michigan Street, Indianapolis, IN 46202
Phone: 317-278-0589
Email: drunshe@iupui.edu
References and Resources
Bonwell, C.C. & Eison, J.A. (1991). Active learning: Creating excitement
in the classroom. Washington, DC: School of Education and Human
Development, George Washington University.
Bonwell, C.C. & Sutherland, T.E. (1996). Using active learning in college
classes: A range of options for faculty. San Francisco, CA: Jossey-Bass.
Chickering, A.W. & Ehrmann S.C. (1996, October). Implementing the
seven principles: Technology as lever. AAHE Bulletin, 3-6.
Clement, M. C. (2010). First time in the college classroom: A guide for
teaching assistants, instructors, and new professors at all colleges
and universities. Lanham, MD: Rowman & Littlefield Education.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA:
Jossey-Bass.
References and Resources
Johnson, D.W. & Johnson, R.T. (1999). Learning together and alone:
Cooperative, competitive, and individualistic learning. 5th ed.
Needham Heights, MA: Allyn and Bacon.
Kuh, G.D., Pace, C.R. & Vesper, N. (1997). The development of process
indicators to estimate student gains associated with good practices
in undergraduate education, Research in Higher Education 38(4),
435-454.
Kuh, G. Kinzie, J., Schuh, J., Whitt, E., & Associates. (2005). Student
success in college: Creating conditions that matter. San Francisco:
Jossey-Bass.
Michaelsen, L. K., Knight, A. B., Fink L. D. (Eds.) (2004). Team-based
learning: A transformative use of small groups in college teaching.
Sterling, VA: Stylus.
References and Resources
Michaelsen, L. K. (2008). Team-based learning: Small group learning's
next big step. San Francisco: Jossey-Bass.
Millis, B.J., & Cottrell, P.G. (1998). Cooperative learning for higher
education faculty. Phoenix, AZ: Oryx Press.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for
college instructors. San Francisco, CA: Jossey-Bass.
Myers S. A., Smith, N. A., Eidsness, M. A., Bogdan, L. M., Zackery, B. A.,
Thompson, M. R., Schoo, M. E., & Johnson, A. N. (2009). Dealing
with slackers in college classroom work groups. College Student
Journal. Retrieved from
http://findarticles.com/p/articles/mi_m0FCR/is_2_43/ai_n31977584
/pg_4/?tag=content;col1
on October 25, 2011.
References and Resources
Sousa, D.A. (2001). How the brain learns: A classroom teacher's guide
(2nd ed.). Thousand Oaks, CA: Corwin Press.
Svinicki, M. & McKeachie, W. J. (2011). McKeachie's teaching tips:
Strategies, research, and theory for college and university teachers.
Belmont, CA: Wadsworth, Cengage Learning.
University of Colorado at Boulder. (2011). Group Work in the College
Classroom. Science Education Initiative.
Group Work Activity Resources
Illinois Mathematics and Science Academy Web site:
http://pbln.imsa.edu/
Maricopa Community College, Center for Teaching and Learning Web site:
http://www.mcli.dist.maricopa.edu/pbl/
MERLOT Web site: http://www.merlot.org/merlot/index.htm
National Center for Case Study Teaching in Science. Web site:
http://ublib.buffalo.edu/libraries/projects/cases/case.html
Sheridan College Institute of Technology and Advanced Learning. The
Cooperative Learning Network. Web site: http://www-
acad.sheridanc.on.ca/scls/coop/cooplrn.htm
TLT Group. Web site: http://www.tltgroup.org/
Wisconsin Online. Web site: http://www.wisc-online.com/
Group Work Rubric Resources
ALTEC at University of Kansas. RubiStar. Web site:
http://rubistar.4teachers.org
Opened practices. Rubrics: Teamwork. Web site:
http://openedpractices.org/resources?
resources[]=rubric&outcomes[]=13
Reazon System, Inc. iRubric. Web site:
http://www.rcampus.com/indexrubric.cfm
Rhodes, Terrel, ed. 2010. Assessing Outcomes and Improving
Achievement: Tips and Tools for Using Rubrics. Washington, DC:
Association of American Colleges and Universities. VALUE rubrics
[download] Web site:
http://www.aacu.org/value/rubrics/index_p.cfm?
CFID=33835458&CFTOKEN=51692931